創意讓文學更有魅力~「創意文學營」課程設計與實施成效之研究

Creativity Makes Literature More Fascinating — A Study of the Course

梁雅晴

指導教授 ： 張景媛教授

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2007年)

摘要

中文摘要

本研究的主要目的如下：1、了解目前國中生寫作表現的情形及國文老師進行寫作教學時的困擾問題。2、比較前後「創意文學營」課程設計之差異，檢討與評估前後課程的成效。3、探討本研究「創意文學營」之教學歷程，並建立寫作教學的步驟。4、探討本研究之「創意文學營」教學歷程中，學生創意寫作的情形。5、分析「創意文學營」實施後，學生寫作表現改變的情形。6、省思個人在「創意文學營」教學過程中，寫作教學專業成長的情形。
根據上述目的，本研究以北台灣一所濱海國中的國二16位學生(男3人，女13人)為對象。研究方法是以行動研究的方法入手，輔以量化資料，藉由觀察、文件蒐集、訪談、量表與問卷、錄音錄影等等方式，蒐集豐富的資料，進行資料的分析、描述，架構出研究對象在研究現場的種種思考、行動等等。

本研究主要結論如下：
一、教師對寫作教學在實施上的意見
(一)配合基測作文進行「引導式題型」的寫作指導
(二)教師希望參與寫作研習，充實寫作教學知能
(三)大部分學生缺乏對寫作的興趣，並欠缺文章組織能力
(四)寫作教學的可運用「電影、流行歌詞、廣告」等多媒體引導寫作。
二、歷屆「創意文學營」的實施成效
(一)歷屆「創意文學營」從創意題材發展成主題式營隊課程
(二)利用創意教學與創造思考教學提升寫作教學成效
(三)歷屆「創意文學營」實施短暫，缺乏提供寫作相關知識，仍有改進空間。
三、本研究「創意文學營」的教學歷程有助寫作思考的歷程
(一)「創意文學營」的教學歷程有助於學生的創意思考
(二)幫助學生在寫作前確立思考方向，寫作中縮短思考時間，豐富的寫作內容。
(三)「創意文學營」的分段引導的活動設計有助於學生的寫作思考。
四、創意文學營」課程提升寫作成效與寫作情意
(一)提升學生寫作成效，在「文思流暢能力」、「內容新穎能力」、「題材變通能力」、「思慮精進能力」、「感知敏覺能力」及總分皆有明顯進步，皆達到顯著差異（P＜.001）。
(二)提升學生寫作情意方面，「寫作動機」、「寫作情感」、「寫作價值感」、「寫作信念」及「寫作堅持力」達到明顯成效，皆達到顯著差異（
P＜.001）。
五、 透過「創意文學營」建立創新寫作教學模式
(一)本研究「創意文學營」的課程融合多元寫作教學型態的寫作教學課程
(二)建立創新的寫作教學模式：「暖身活動」、「思考訓練」、「作品範例分析」、「寫作重點訓練」、「牛刀小試」與「大刀闊斧」共六大寫作教學步驟。

關鍵字

創意教學 ； 寫作教學 ； 創意寫作

並列摘要

This study aims at the following goals: (a) to observe and examine the students’ conditions in their performances in writing in junior high school and the problems of the teachers concerned in teaching writing, (b) to compare the differences in course design in between the previous and the last, also the object Creative Writing Camp and to review their respective effects, (c) to study the teaching process of the object Creative Writing Camp and to establish the teaching steps for writing teaching, (d) to study the conditions and results of the students in their creative writing in the object Creative Writing Camp, (e) to analyze the changes or improvements shown in the students’ writing after they have joined the said Camp, and (f) to review my personal growth in the writing-teaching profession during my presiding over and teaching in the previous Creative Writing Camps.
Based on the above research goals, this study deals with the research object of 16 students (including 3 boys and 13 girls) studying in Grade 8 from a junior high school in northern Taiwan. And, this study employs the way of action-research, making use of the related quantitative date through observations, documentary reference, interviews, tape-recording, video-tape filming, quantitative charts and questionnaire survey etc. The study conclusions comes from synthesizing and analyzing the data obtained so as to depict and study the thinking activities and writing practice of the object students on the scene in the Creative Writing Camp.
The conclusions so obtained are as follows:
(a) The teachers effecting writing teaching suggest many opinions:
1. They give students guided composition as their teaching method in accordance with the
required ability of writing composition in the Joint Basic Ability Test for going to senior high school.
2.Teachers expect to take part in the advanced extension courses in order to enhance
their ability in writing teaching.
3. Most students lack interest in writing and do not have the ability in structural composition.
4. Writing teaching is supposed to be guided by and involved in such media as movies, hitsongs and ads.
(b) The executive effects gained in the all of the past Creative Writing Camps include:
1. the focus of the past Creative Writing Camps has been moved from creative subject matters to courses in topic writing through team-work thinking in camp teaching.
2. The teaching effect in writing teaching can be improved by executing Creative Teaching and
Creative Thinking Teaching.
3. The previous Creative Writing Camps were held in a short period of time so that they failed to offer students any other related knowledge in writing.
(c ) The teaching process of the object Creative Writing Camp contributes to the process of thinking in writing:
1. The teaching process helps the students’creative thinking.
2. It helps the students to set up and ensure their thinking direction, to shorten their thinking
time and to enrich their contents.
3. The paragraphic-writing-guidance activities designed in the said Camp contributes to the students’ thinking in writing.
(d) The courses in the Camp enhance the writing effects and the emotional willingness in writing.
1. The effects so enhanced can be significantly shown in their improved abilities in thinking, in writing smoothly, in writing about fresh contents, in digesting and transforming the subject matters,in deliberation, in sensitivity, as well as in grading. The obvious effects make big difference(p< .001)
2. In the field of enhancing the students’ emotional willingness in writing, the effects can be significantly shown in their writing motives, writing emotions, writing values, writing beliefs and writing persistence. The obvious effects also make big difference ( p < .001)
(e) We can establish the innovational writing-teaching pattern through the object Camp:
1. The courses designed in the object Camp fuse those pertaining to the teaching pattern of Multi-writing.
2. The innovational writing-teaching pattern so established consists of such six steps as Warm-up activities, Thinking training, Analyzing model writings, Key-point writing training, Having a try and Bold revision.

並列關鍵字

Creative teaching ； writing instruction ； Creative writing

參考文獻

蔡雅泰(2006)。從創作本質談作文教學策略。師友，467期，96-99。

林進材(1999)。教學方法與理論。台北：五南。

Swartz, R.J. (2003). Infusing critical and creative thinking into instruction in

盧金漳（2002）。創造性童詩寫作教學之探究。國立台北師範學院課程與教育研究所教學碩士論文，台北市。

陳宇詮(2000)。引導兒童作文教學之探究－自修辭的角度切入。國立台北師範學院課程與教學研究所碩士論文，未出版，台北市。